English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

In charge of teaching mathematics at high school, we wanted to explore the changes of frameworks and/or registers in teaching mathematics, particularly by those who promote the process of abstraction and conceptualization among students. The program emphasizes the importance of using various frameworks of studies for the same concept. In this regard, the study of equations and inequalities, the focuses program on the passage from the geometric framework «graphic» in the framework algebraic and vice versa.Our work is divided into two main parts: In the first part, we consider the effects to teacher’s didactic/pedagogical choices and decision the mathematical knowledge. In the second part, we describe the example of algebra problem design on the factorization, development and resolution of equations. In conclusion, we collect the essential elements of the student’s knowledge development.

iosr journal of research and method in education

Difficulty of Change framework and/or register among common core students experimental sciences and the first year mathematical sciences at the high school level. Morocco: Didactic Engineering